iRubric: Synthesis Essay rubric

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Synthesis Essay

Consider the works we have read this year to date. Explore an idea inspired by a reoccurring theme or understanding that emerges across three or more of the works (poetry, prose, non-fiction, fiction, drama). Feel free to integrate ideas from across other literature, art, science, music, philosophy, film, etc. in your effort to build an effective argument. Be certain to include a works cited that follows MLA format.

Rubric Code: S4795C

By Flight307

Ready to use

Public Rubric

Subject: English

Type: Writing

Grade Levels: 9-12

Synthesis Essay Explore an idea inspired by a reoccurring theme or understanding that emerges across two or more of the works (poetry, prose, non-fiction, fiction, drama) we have read this year.
	Exceeds Pet Sounds 97 pts	Meets Sgt. Pepper's Lonely Hearts Club Band 85 pts	Partially Meets The Blueprint 3 65 pts	Not Yet Spice World 50 pts
Introduction & Thesis To what extent does the intro feature an interesting, engaging lead that draws the reader to a powerful, assertive thesis focused on a big idea rather than the literature (WRITING)	Exceeds 1. Engaging, interesting lead 2. Strong, powerful, assertive thesis directs the writing (tied to the big idea rather than the literature)	Meets 1. Appropriate and effective lead 2. Clear thesis directs the writing	Partially Meets 1. Ineffective lead (broad generalizations, truisms) 2. Weak thesis (passive language, sprawling, tied to the literature rather than the idea)	Not Yet 1. A lead? Why? 2. Yeah, a thesis WOULD be a good idea
Organization To what extent does the paper function as a complete whole and lead to a logical "so what?" conclusion (WRITING)	Exceeds 1. All paragraphs support thesis 2. Sophisticated transitions 3. Clear, logical order of ideas 4. Conclusion answers the big question "So what?""	Meets 3. All paragraphs support thesis 4. Effective transitions 5. Clear, logical order of ideas 6. Conclusion reviews or reasserts thesis	Partially Meets 3. Some paragraphs lack connection to thesis 4. Few transitional words, phrases, or sentences to link ideas 5. Loose order of ideas 6. Conclusion leaves the reader thinking "so what?"	Not Yet 1. Overall organizational pattern lacking 2. No thesis 3. Weak or absent topic sentences 4. Little sense of direction 5. Few/no transitional words or phrases
Content To what extent do the arguments and evidence from three or more works prove the accuracy of the thesis (READING)	Exceeds 1. Clear, thorough support for thesis 2. Independence of thought 3. Fresh insights 4. Effective textual support (quotations and examples) from three or more sources 5. Each point developed with illustrative details	Meets 1. Clear explanation of ideas 2. Effective textual support (quotations and details) from two or more sources 3. Each point developed with illustrative details	Partially Meets 1. Explanations unclear or lack depth 2. Undeveloped, ineffective text support (quotations and details) and/or only from one source	Not Yet 1. Fragmentary thoughts 2. Absence of meaningful detail 3. What?!? We had to quote from the text?!?!
Voice To what extent does the paper feature an engaging, invested and consistent personality behind the writing (WRITING)	Exceeds 1. Writer’s energy and passion for the subject drive the writing, making the paper lively, expressive, and engaging.	Meets 1. Writer obviously interested and involved in topic.	Partially Meets 1. Writer shows little interest or involvement in topic 2. Many obvious statements	Not Yet 1. Writer uninvolved with topic
MUGS To what extent does the paper feature proper grammar, spelling, usage and such. (MUGS)	Exceeds 1. The student uses sophisticated punctuation, spelling, and sentence structure to suit purpose, context, and audience. Although perhaps not perfect, the piece is highly polished.	Meets 1. The student uses appropriate punctuation, spelling, and sentence structure to suit purpose, context, and audience.	Partially Meets 1. The student demonstrates some evidence of the ability to use appropriate punctuation, spelling, and sente¬nce structure to suit purpose, context, and audience. Errors begin to interfere with the clarity of the piece.	Not Yet 1. The student demonstrates limited evidence of the ability to use appropriate punctuation, spelling, and sentence structure to suit purpose, context, and audience. Errors interfere with the clarity of the piece.
Citations and MLA format To what extent does the paper employ proper citation and embedded evidence (RESEARCH)	Exceeds 100% accuracy in terms of embedded citations and works cited	Meets 1 insignificant MLA or embedded citation errors	Partially Meets 1-2 significant MLA or embedded citation errors	Not Yet 3+ signficant MLA or embedded citation errors
Thinking & Writing Process ACADEMIC INITIATIVE	Exceeds Multiple pieces of evidence demonstrating the process of your thinking and product development	Meets Two pieces of evidence demonstrating the process of your thinking and product development	Partially Meets One piece of evidence demonstrating the process of your thinking and product development	Not Yet Evidence of what? Huh? How's that again?
Timeliness ACADEMIC INITIATIVE	Exceeds Turned in on time	Meets Turned in 1 day to 1 week late	Partially Meets Turned in 1-2 weeks late	Not Yet Turned in later than 2 weeks

Subjects:

English

Types:

Writing

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